Creative Writing Research Articles

Creative Writing Skills in English: Developing Student's Potential and Creativity

This research describes teaching creative writing skills in English to develop student's potential and creativity. This research is library research. The finding shows that creative writing is an innovative writing style that emphasizes narrative, character development, opinions, and non-formal language styles. It involves expressing ideas and imagination in various forms of fiction and nonfiction and requires the ability to build the reader's imagination and research skills such as poetry, short stories, novels, epics, short stories, fairy tales, drama scripts, film scenarios, song lyrics, television scripts, advertising scripts, popular articles, opinions, news, etc. It also attracts attention and entertains readers, requiring the author's ability to build the reader's imagination. Creative writing in English is a rewarding activity that increases students’ creativity, trains their imagination, and improves their English skills. To improve creative writing skills, students should read diverse literary works, practice regular writing, explore different language styles, use writing prompts, and accept feedback from friends or teachers. Mastering these skills in English can lead to self-expression, imagination, language and vocabulary improvement, and effectively conveying messages. Techniques to improve creative writing skills include reading diverse literary works, practicing regular writing, exploring different language styles, using writing prompts, and being open to feedback from friends or mentors.

Creative Writing for EFL Classroom: A Perspective from Higher Education

Within the English as a Foreign Language (EFL) context of higher education, there is a discernible emphasis on academic writing, often overshadowing the realm of creative writing. Nevertheless, creative writing remains a prevalent and integral component of EFL education. This study endeavors to scrutinize the perceptions of EFL students regarding creative writing and elucidate the potential benefits derived from its practice. Employing a qualitative approach, the research conducted in-depth interviews as its primary mode of data collection, engaging six students enrolled in an English Education Study Program in Indonesia. These students had actively chosen to participate in an elective course centered on literary works. The study's findings revealed nuanced perspectives among students, highlighting the intricacies associated with creative writing. Students perceive creative writing as intriguing, underscoring the necessity for its inclusion in higher education. Simultaneously, they acknowledge its potential difficulty and emphasize the importance of clarity in its instructional delivery. Furthermore, the research discerned that creative writing serves as a valuable tool for emotional expression, a conduit for the development of creativity and imagination, and a means to refine writing and language skills. The implications of these findings extend beyond the conventional realm of language mastery, emphasizing the multifaceted advantages that creative writing offers in an educational context. Consequently, educators in higher education are urged to deliberate and meticulously plan the incorporation of language in creative writing classes or activities. Recognizing and leveraging the broader educational benefits of creative writing can enhance the pedagogical approach, fostering a more comprehensive and enriching learning experience for EFL students.

Values in Conflict in Sudha Murthy's The Mother I Never Knew

The foremost matter of universal concern and anxiety in our times is the alarming deterioration of human values across the globe. The present is an era of rapid changes. They have vitally affected human thought, lifestyle and institutions. Science and technology, computers and democracy as a global entitlement of people have revolutionized human life. But at the same time they have rendered dysfunctional the traditional mainstays of social control in the twentieth century. These are only the tools which have indeed improved the quality of material life of humankind but their use, misuse or abuse depend entirely on the quality of human agency. The human agency primarily includes a man of letters. This paper is prompted with the curiosity to study the role of a technocrat turned India’s best seller, Sudha Murthy’s writing in this perspective. Milton has envisaged that a good book to be the precious life blood of master spirit embalmed and treasured up on purpose to a life beyond life. W. H. Auden has upheld creative writing to properly focus on human life. It deals with human nature or discusses human life, its problems, its joys and sorrows. These statements of Milton and W. H. Auden triggered the urge to study Sudha Murthy’s novel, ‘The Mother I Never Knew’. The researchers were curious to consider Sudha Murthy’s writing, taking into consideration the role of creative writers in depicting the social reality and hence shaping the lives of readers. Although not clearly didactic, Sudha Murthy’s writings are focused at boosting the morale of common people amidst the whirlwind of uprooting changes in life around. The clear depiction of social reality is perused with a purpose to resolve the conflict and to guide the reader onto the rugged path of reality.

The Implementation of English Creative Writing Learning Based on Al Quran and Hadith

This comprehensive study aims to investigate the English creative writing learning process at SMP LabSchool Kebayoran Baru. Employing the learning ethnography method, the research focuses on detailing the planning, implementation, and evaluation of creative writing education in English, as well as gauging students' appreciation for various approaches and models. The study reveals the integration of creative writing elements such as short stories, song lyrics, and biographies into the curriculum. Teachers employ diverse methods like the question-and-answer technique, discovery learning, and Project Based Learning (PBL). Poetry, short stories, and song lyrics developed by teachers constitute significant components of the creative writing classes. The roles of teachers encompass acting as informants, organizers, and motivators, while students are expected to listen attentively, adhere to school rules, and actively engage in classroom learning. Technological tools like language laboratories, e-learning applications, and supporting platforms such as wordwalls, quizizz, and kahoot, with the language lab as a central infrastructure, are utilized. Evaluation criteria include content, organization, vocabulary, language use, and creativity. Additionally, the study identifies a strong correlation between LabSchool's core values and the school culture, where the Merdeka Curriculum facilitates independent learning by providing ample time for concept deepening and competency strengthening.

Reading writing breathing

ABSTRACT This article addresses how breath is intra-active with reading and writing. The two meditation methods I used for concentrating on and writing the breath-experience were ‘attention on the breath’ as taught within a Korean Seon (Zen) tradition, and writing this experience as ‘meditative enquiry’ [Stephens, T. 2021. ‘A Meditative Enquiry into Presence: Unmaking the Autoethnographic Self.’ Journal of Writing in Creative Practice 14 (2): 161–178]. Two ‘texts’ gradually converge into an intertwined experience of reading both academic and literary writing, blurring distinctions between them. Various theories are drawn from that un-do dualistic frameworks of epistemology assumed in reading academic texts. This raises questions for the embodied cognitive humanities, post-qualitative methodologies, and in autoethnographic and phenomenological writing as well as for creative writers. The article draws from cultural, philosophical, and literary studies, recent breath studies, and from the field of embodiment, to contextualise the ‘creative academic writing’ excerpts; leading to an unavoidable conclusion: this type of ‘new writing’ is not new but, rather, contiguous with practices of embodiment. Yet, how can a written fabrication of breathing be read, and does stylistic innovation present insurmountable problems for the academic validation of creative academic writing?

Factors Leading to Early Marriages in Selected Communities of Lusaka District in Zambia

Early marriage is a harmful traditional practice that continues to affect millions around the world. Though it has declined over the years, it is still pervasive in developing countries. Hence, the purpose of carrying this study was to investigate into the factors contributing to early marriages in selected communities of Lusaka district in Zambia. The research was carried out at 6 selected schools where teachers are expected to understand learners’ Psychological state and the communities at large where different leaders as well as members of the community where giving and bringing out the factors, through their written texts because mostly the words and expressions used are indicative of the state of mind as well as revealing emotional states learners go through when they recount their experiences. The study employed both qualitative and quantitative methods and a descriptive survey design that sampled 60 participants purposively and conveniently. Data was collected through face-to-face interviews, observations and written text (script) analysis. The data was analyzed by the use of software; Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). Frequency tables, graphs, figures, and pie charts were also used to analyze the data. The findings indicated that teachers have developed notions that belittle what pupils can do. Interviews revealed that learners especially at junior level, have been perceived and labelled to be potential upcoming wives. Such learners are not even helped to change their state of mind. Furthermore, the study revealed that learners’ outward appearance does not reflect or collaret with what they do or write in class. Learners who appear to be very clever orally perform the opposite in written texts. Therefore, the study recommended that teachers should actually play a very critical role using written texts by learners to help identify needy areas that may require shaping their writing skills, developing their critical reasoning and instilling good interpretive skills so that learners can come out as critical, classical and creative writers.

Exploring Malaysian ESL Students’ Unguided Written Reflections of an Online Poetry Engagement Activity

Self-reflection has become a popular practice in teaching and learning as it provides a space for self-assessment with numerous benefits to both learners and educators. As part of their Creative Writing course requirement, a group of Malaysian ESL students participated in an online poetry engagement activity. While a traditional instructor observation method was employed for grading students’ performances, little is known about the utilisation and integration of professional and positive attitudes toward this task from students’ perspectives. The purpose of this case study was to utilise unguided written reflections to shed light on matters of concern and importance from the students’ perspective and describe experiences related to the tasks’ intended learning outcomes. Purposive sampling was used to recruit study participants who met the sampling criteria. This approach can enhance the depth and richness of the data collected, as it ensures that the gathered are particularly relevant to the research questions. They were invited to write and submit an unguided self-reflection of the online poetry engagement activity. Inductive thematic analysis was then used to organise and elicit meaning from the collected data. Results indicate that the unguided reflections emulated academic writing convention with introductory statements at the beginning, descriptions and explanations of experiences as the body of writing, and ended with gratifications. The findings also indicated the participants’ achievements of the ethics and professional learning outcome. The findings suggest the inclusion of reflective writing for course tutors and programme administrators to improve assessment quality and reliability, especially for learning outcomes that focus on applying and developing generic skills.

Curriculum Delivery of English Language Macro-skills vis-à-vis Strategic Approach of Bukidnon Jesuit Mission School Teachers

This study explores the curriculum delivery of English language macro-skills in all Senior High Schools of Jesuit Mission Schools of Bukidnon Province. The participants of the study are all English teachers in Bukidnon Mission District teaching the 21st Century Literature from the Philippines and the World, English for Academic and Professional Purposes, Creative Nonfiction, Reading and Writing, Oral Communication, and Creative Writing. The study employed data triangulation to confirm research findings, reduce deficiencies, and provide credible and valid insights into the phenomenon. The quantitative result shows a high congruency of intended and observed curriculum in antecedent, transaction, and outcome; the 21st-century Literature from the Philippines and the World requires in-depth curriculum review and re-alignment in all areas, and Reading and Writing, and Creative nonfiction subjects suggest improvement in the Transaction. Three significant essences are produced in Moustaka Phenomenology as to how the curriculum is delivered: potentials in the developmental stage, pedagogical appropriation in the implementation stage, and actual results in the assessment stage. Twelve (12) syntheses derived from the data triangulation became the rationale for the contextualized development plan.

Portrait of Peer Review in Creative Writing

Portrait of Peer Review in Creative Writing

A Survey on AI-assisted Creative Writing Research and Practice

A Survey on AI-assisted Creative Writing Research and Practice

Creative Writing Process among Pre-service EFL Teachers in the Indonesian Context: A Translanguaging Approach

Creative Writing Process among Pre-service EFL Teachers in the Indonesian Context: A Translanguaging Approach

Using AI-Powered Design Thinking to Foster ‎Student Teachers’ EFL Creative Writing Skills ‎and Engagement

Using AI-Powered Design Thinking to Foster ‎Student Teachers’ EFL Creative Writing Skills ‎and Engagement

Social Justice-Focused Creative Writing in Children's Literature: Promoting Equity, Empathy, and Awareness

Social Justice-Focused Creative Writing in Children's Literature: Promoting Equity, Empathy, and Awareness

Banning Self-Empowerment: A Case Study on Distribution of a Creative Writing Guide to Incarcerated Persons in the US

Banning Self-Empowerment: A Case Study on Distribution of a Creative Writing Guide to Incarcerated Persons in the US

Effectiveness Of A Gamification-Based Enrichment Program In Developing EFL Creative Writing Skills Among The Intermediate School Students

Effectiveness Of A Gamification-Based Enrichment Program In Developing EFL Creative Writing Skills Among The Intermediate School Students

Drama Activities as a Method for Creative Writing in Primary Education

Drama Activities as a Method for Creative Writing in Primary Education

Code-Mixing Patterns of Commercial Advertising in Sri Lanka: With Special Reference to Food and Beverage Advertising

Most advertising is intended to be persuasive to boost the promotion of an idea, product, or service. One marketing strategy employed to influence bilingual consumers is using code-mixed messages. This research aimed to find how code-mixing is employed in Sri Lankan television commercial advertising on food and beverages. The study analyzed code-mixed television commercials on food and beverages to examine morphological processes and code-mixing patterns in their jingles. This research aimed to investigate morphological processes and scrutinize code-mixing patterns utilized in commercial advertising in Sri Lanka. The results revealed that the code-mixed language of television commercials, about morphological processes and code-mixing patterns, identified nominalization, hybridization, alternation, and coinage as highly productive morphological processes employed by advertisers in Sri Lanka. Nativization was found to be less productive. The author confirms that there is no conflict of interest in the study. Creative writers believe Sinhala's English syntactic styles make the marketing message more effective. This is a morphological strategy to attract upper-middle or dominant Sri Lankan English-Sinhala bilinguals.

Teaching Creative Writing within the framework of philology: historical overview

The purpose of the present article is to consider the dialectical relationship between Creative Writing and philology. The relevance of this subject is borne out by the recent surge of interest in teaching Creative Writing among EFL practitioners, writers, as well as teachers and researchers of literature, and the lack of a well-established system of instruction in our country. The materials analyzed in the paper include the works of American theoreticians and practitioners of Creative Writing, who laid the foundation of this discipline in the late 19th – early 20th century, the works of British scholars, as well as the articles on linguodidactics of modern Russian researchers. The paper seeks to point out the issues involved in teaching Creative Writing, such as its place among other disciplines (literary criticism, English studies, English composition, linguodidactics) and its institutional status; its vision as a mere method of teaching or a separate field of investigation. It is shown that the skills and competences developed by Creative Writing programmes are in high demand, and there is a growing need for such courses in Russia. The article aims to demonstrate the features that bring together Creative Writing and philology in the Russian academic context and allow to envisage the incorporation of Creative Writing into the professional training of philologists, in particular those specializing in English studies. The article concludes by highlighting the role creative writing plays in promoting a deeper appreciation of literature, developing productive language skills and raising more competent readers.

Setting up a Creative Writing Program at Babeș-Bolyai University

"Setting up a Creative Writing Program at Babeș-Bolyai University. The present paper argues for the establishment of a Creative Writing program within Babeș-Bolyai University, by initially providing more courses at the BA level, with an MA in Creative Writing being the end goal. By examining the history of the field and its current status within higher education in America, the UK and beyond, I show that, wherever Creative Writing programs have appeared and gained sufficient traction, they have thrived, attracting significant numbers of students year after year. In those countries outside of Anglophone space where the implementation of Creative Writing is a much more recent endeavor, significant steps have already been taken to analyze and find solutions for the current issues that might slow down the spread of interest in this field. With this in mind, the paper concludes that it is time for Babeș-Bolyai University to embrace this growing trend. Keywords: Creative Writing, Babeș-Bolyai University, humanities, pedagogy, study program."

Записные книжки В.В. Маяковского в академическом прочтении

The paper reviews the results of the project ‘Poetics and Textology of Vladimir Mayakovsky’s Notebooks (1917–1930)’. In the course of the research, we studied manuscripts of the Mayakovsky State Museum (68), the Russian State Archive of Literature and Art (4), and private collections (2). On this basis, and with account of Varvara Arutcheva’s work Mayakovsky’s Notebooks (1958), theoretical and practical experience of preparing ego-documents of other writers, the author developed principles relevant to Mayakovsky’s notebooks. In previous complete collections of Mayakovsky’s works, the notebooks were only partially used in the sections ‘Variations and Discrepancies’ and ‘Unused Lines and Rhymes’. The study noted the genre diversity of creative writings. The notes reveal about 500 names from Mayakovsky’s social circle. The author crea­ted a unified digital archive of Mayakovsky’s notebooks. The methodology of their transcribing, copying and commenting validated during the study of notebooks was put to practical use in the Vladimir Mayakovsky’s Complete Works in 20 volumes, where the notebooks have been first published in their entirety as an independent section.